OOIR: Observatory of International Research

Papers

(The TQCC of Learning and Individual Differences is 6. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-05-01 to 2025-05-01.)

Article	Citations
Home learning activities and parental autonomy support as predictors of pre-academic skills: The mediating role of young children's school liking	2051
Scaffolding attention and perseverance skills in a diverse population of preschool children in Sweden	137
Comparing relations among autonomy support, motivation, and academic success across face-to-face and pandemic online STEM learning environments	44
What evidence-based learning activities help students acquire knowledge, correct confidence in their own knowledge, and accurate self-assessment?	44
Editorial Board	41
Female students and students from more affluent families benefit more from fear of failure in learning achievements: A study based on 77 economies	38
Profiles of student-perceived teacher homework involvement, and their associations with homework behavior and mathematics achievement: A person-centered approach	38
Cross-linguistic sharing of phonological awareness in word spelling among early Chinese-English literacy learners: A three-wave cross-lagged panel analysis	37
Examining the simple view of reading in Kiswahili: Longitudinal evidence from Kenya	34
Exploring the dynamics of situated expectancy-value theory: A panel network analysis	34
Exploring the relationship between intellectual humility and academic performance among post-secondary students: The mediating roles of learning motivation and receptivity to feedback	34
Reading in print and digitally: Profiling and intervening in undergraduates' multimodal text processing, comprehension, and calibration	32
Being bored at school: Trajectories and academic outcomes	31
What is the link between an early university entry offer and the academic and personal wellbeing outcomes of students in their final year of school?	31
Need-supportive teaching is associated with reading achievement via intrinsic motivation across eight cultures	31
To what extent do home numeracy practices and parental number talk relate to children's math skills? A pre-registered study in 5-year-old children	29
Comorbidity of reading and math learning difficulties in a Chinese sample	29
Cooperative mindset and creative self-concept in higher education	27
Does need for relatedness matter more? The dynamic mechanism between teacher support and need satisfaction in explaining Chinese school children's regulatory styles	27
Understanding momentary engagement in university students: Exploring the interaction between competence and value beliefs on emotions and cognitive engagement – A multilevel investigation	27
Editorial Board	26
The Simple View of Reading across different orthographies: Introduction to special issue	26
Dynamic relations between motivation and performance across content in a mathematics learning technology	25
A meta-analysis of the effects of foundational skills and multicomponent reading interventions on reading comprehension for primary-grade students	23
Exploring the heterogeneous development of intrinsic value in language arts among secondary school students through growth mixture modelling	22

Parents' implicit intelligence beliefs about children's intelligence: Implications for children's academic self-concept and achievement in Maths, English, and French	22
Dimensionality of executive functions and processing speed in preschoolers	21
Does the effectiveness of a reading intervention differ dependent on students' Spanish or English proficiencies?	21
Prospects in the field of learning and individual differences: Examining the past to forecast the future using bibliometrics	20
Revisiting multiple pathways to achievement: Re-examining the roles of achievement goals in predicting grades through task values	19
Reading comprehension for students with reading disabilities: Progress and challenges	19
Executive functions and multiple-text comprehension	19
Identification and characterization of high-achieving student subgroups using two methodological approaches: The role of different achievement indicators and motivational-affective characteristics	18
Harnessing Artificial Intelligence in Generative Content for enhancing motivation in learning	18
On the relationship between creative potential and creative achievement: Challenges and future directions	18
Raising the bar: Testing prospective reciprocal relationships between multidimensional trait perfectionism and undergraduate academic achievement	18
Does emotion regulation compensate deficits in various executive functions in children's and adolescents' mathematical achievement?	17
Heritage-bilingualism and educational achievement among second-generation immigrants: Are all school subjects equal?	17
Wasting effort or wasting time? A longitudinal study of pacing styles as a predictor of academic performance	17
Exploring and addressing concerns surrounding L2 grit: A longitudinal perspective	17
Editorial Board	17
Transition from childcare to school: Surgency, center-based care and caregiver-child relationship predict self-regulation, social competence and well-being	16
Weaker groupitizing abilities in magnitude perception in dyscalculia	16
Material incentives moderate gender differences in cognitive effort among children	16
More is not always better: Profiles of perceived frequency of parental involvement among Chinese students and associations with resilience and academic achievement	16
Is the treatment weak or the test insensitive: Interrogating item difficulties to elucidate the nature of reading intervention effects	16
Tender Shoots: Effects of a preschool shared reading and reminiscing initiative on parent-child interactions and for socio-emotional and self-regulation outcomes after school entry	16
How situational competence beliefs and task value relate to inference strategies and comprehension during reading	16
Elementary school students' metacognitive knowledge and its effects on teacher judgments, school track recommendations, and school transitions	16
A mediated model of study choice profiles and person-environment fit with bachelor's program as predictors of academic success in higher education	16
The fluid relation between reading strategies and mathematics learning: A perspective of the Island Ridge Curve	15
Understanding the dynamics of EFL learner affective engagement with receiving peer feedback: A case study from the sociocultural perspective	15
Students' and schools' expectancy-value beliefs are associated with reading achievement: A cross-cultural study	15
The effects of programming interventions in early childhood: A meta-analysis	15
Need for Cognition and its relation to academic achievement in different learning environments	14
Students’ expectancy-value profiles in the West and the East: Cross-cultural similarities and differences	14
How vocabulary breadth and depth influence bilingual reading comprehension: Direct and indirect pathways	14
Editorial Board	14
Mindfulness intervention for academic procrastination: A randomized control trial	14
The relationship between English language proficiency and academic performance among English learners: A subgroup analysis by home language background	13
The interplay between scientific motivation, creative process engagement, and scientific creativity: A network analysis study	13
The relationship of word processing with L2 reading comprehension and working memory: Insights from eye-tracking	13
A meta-analysis on the relation between handwriting and visual-motor integration	13
The prospective role of epistemic curiosity in national standardized test performance	12
Exploring undergraduate students' challenge frameworks: A person-centered approach	12
Learning as retention; an examination of retention of self-derived knowledge through memory integration in a diverse sample of elementary students	12
Ink and pixels: Impact of highlighting and reading self-efficacy on adolescents' cognitive load, epistemic emotions, and text comprehension	12
Perceived goal structures and student outcomes: Consistency of motivational experiences within and across classrooms	12
Linking parental restrictive mediation to adolescents' science achievement: A social cognitive theory perspective	12
“I can't focus now, I will study tomorrow” - The link between academic procrastination and resistance to distraction	12
Self-regulatory abilities as predictors of scientific literacy among children in preschool and primary school years	12
The effects of the topic-specific and topic-general prior knowledge on learning from multiple complementary texts	11
Young children's alphabet learning as a function of instruction and letter difficulty	11
Mathematics achievement and learner characteristics: A systematic review of meta-analyses	11
General cognitive and numerical precursors of mathematical difficulty in kindergarten children at risk for dyscalculia	11

Editorial Board	10
Subject and time specificity of students' cognitive, behavioral, and emotional engagement at school	10
Parental influences on the development of single and co-occurring difficulties in reading and arithmetic fluency	10
Student-perceived parental help with homework: Identifying student profiles and their relations with homework effort, procrastination, and achievement	10
Achievement goal profiles and reading-related outcomes in elementary students with and without reading difficulties	10
The Simple View of Reading in Italian beginner readers: Converging evidence and open debates on the role of the main components	10
PISA reading achievement, literacy motivation, and school burnout predicting Adolescents' educational track and educational attainment	10
Longitudinal links between need for cognition, achievement goals, and school grades: Testing a mediation hypothesis	10
Parental psychological control and preschooler's behavioral problems and pre-academic performance in China: The mediating role of executive function	10
Beyond individual tests: Youth's cognitive abilities on their math and writing skills	9
Predicting students' short- and long-term academic achievement in higher education: A cross-classified multilevel study	9
On the nature, predictors, and outcomes of undergraduate students' psychological distress profiles	9
Word reading in monolingual and bilingual children with developmental language disorder	9
Investigating the relationship between private tutoring, tutors' use of an individual frame of reference, reasons for private tutoring, and students' motivational-affective outcomes	9
Science motivation, academic achievement, career aspirations in early adolescents	9
Mathematically high and low performances tell us different stories: Uncovering motivation-related factors via the ecological model	9
The relationship between students' gender and their confidence in the correctness of their solutions to complex and difficult mathematics problems	9
Chatbots in education: Hype or help? A meta-analysis	9
First-generation student pathways to persistence and degree attainment: The roles of deeper learning and self-regulated learning beliefs	8
Reality-based tasks for competency-based education: The need for an integrated analysis of subject-specific, linguistic, and contextual task features	8
The longitudinal contribution of working memory and visuomotor integration to early and developing handwriting fluency	8
What is creative in childhood writing? Computationally measured linguistic characteristics explain much of the variance in subjective human-rated creativity scores	8
Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions	8
Early predictors of mathematics learning difficulty in rural Chinese children	8
What drives the association between home chaos and school grades over time? A biometric cross-lagged panel approach	8
Math anxiety is associated with skipping problems and less help-seeking behavior after error commission	8
Learning activities in technology-enhanced learning: A systematic review of meta-analyses and second-order meta-analysis in higher education	8
Academic motivation of intellectually gifted students and their classmates in regular primary school classes: A multidimensional, longitudinal, person- and variable-centered approach	8
Editorial Board	8
Capturing where the learning process takes place: A person-specific and person-centered primer	8
Examining the influence of passage and student characteristics on test-taking strategies: An eye-tracking study	8
Domain-specific and activity-related interests of secondary school students. Longitudinal trajectories and their relations to achievement	8
Structure, relationship, and determinants of monitoring strategies and judgment accuracy. An integrated model and evidence from two studies	8
Comparing parental and school pressure in terms of their relations with students' well-being	8
Adaptability vs. buoyancy: Which offers the greater protection against test anxiety and could relations be reciprocal?	7
Testing effects of promoting antecedents of mathematics achievement emotions: A change-change model	7
Rational thinking as a general cognitive ability: Factorial structure, underlying cognitive processes, and relevance for university academic success	7
Unscrambling creativity measurement: An invitation to better formalize the domain generality-specificity of creativity with psychometric modeling	7
Do performance goals and fixed mindset explicate the relations between stereotype threat and achievement? Examining differences between racially marginalized and White students in STEM	7
Learning scientific reasoning: A latent transition analysis	7
Individual toddlers' interactions with teachers, peers, and the classroom environment in Danish and Dutch childcare: First validation of the inCLASS Toddler	7
Editorial Board	7
Building more than knowledge: Teacher's support facilitates study-related well-being through intrinsic motivation. A longitudinal multi-group analysis	6
Triggers for self-regulated learning: A conceptual framework for advancing multimodal research about SRL	6
Self-attributions and perceptions of socializers' attributions as predictors of self-concepts: Different findings for girls and boys in math and German	6
The relationship between success and failure causal attributions and achievement goal orientations	6
Continuity and change of achievement goals in advanced learning context	6
Expectancy-value-cost motivational profiles in biology and physics: Their relations with gender, self-reported satisfaction of needs, and learning behavior	6
An extension of the internal/external frame of reference model to the physical domain: Are there contrasting and assimilating achievement-self-concept relations in specific sports?	6
Effectiveness of embodied learning on learning performance: A meta-analysis based on the cognitive load theory perspective	6
Trajectories in cognitive engagement, fatigue, and school achievement: The role of young adolescents' psychological need satisfaction	6
Across-task relations among monitoring judgments: Differential effects of item feedback on monitoring bias during reading	6
Motivational profiles among high-ability students from a self-determination perspective: Stability, antecedents, and comparisons with average-ability students	6
The highs and lows of mathematical ability: Shared and distinct longitudinal predictors of mathematical ability grouping	6
Editorial Board	6
Simple view of reading among Slovenian English foreign language learners: A latent interaction modeling approach	6
Gender differences in young adults' mathematical performance: Examining the contribution of working memory, math anxiety and gender-related stereotypes	6
Toward more robust and integrative research on learning and individual differences: Systematic literature reviews with and without meta-analysis	6
Students' social and learning behavior at school: Applying the generalized internal/external frame of reference model	6
Student profiles of self-concept and interest in four domains: A latent transition analysis	6
ChatGPT for good? On opportunities and challenges of large language models for education	6
The role of inferencing in struggling adult readers' comprehension of different texts: A mediation analysis	6
Stress development during emergency remote teaching in higher education	6
Teachers who believe that emotions are changeable are more positive and engaged: The role of emotion mindset among in- and preservice teachers	6